Methodological review of studies on educational leaders and emotions (1992-2012): Insights into the meaning of an emerging research field in educational administration
Journal of Educational Administration, ISSN: 0957-8234, Vol: 55, Issue: 5, Page: 469-491
2017
- 15Citations
- 30Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Review Description
Purpose: The purpose of this paper is to do methodological review of the literature on educational leaders and emotions that includes 49 empirical studies published in peer-reviewed journals between 1992 and 2012. Design/methodology/approach: The work systematically analyzes descriptive information, methods, and designs in these studies, and their development over time. Findings: The review suggests that scholarly interest in educational leaders and emotions has increased over time, and identifies methodological patterns in this body of research. The results are compared with methodological data from other syntheses in the disciplines of educational administration (EA) and organizational behavior for the purpose of using the findings to produce broader insights into the meaning of an emerging research field in EA. Originality/value: The findings of the methodological review are interpreted from two conceptual perspectives: functionalist and critical. Together, they offer a holistic portrayal of the meaning of producing scientific knowledge in an emerging research field in EA.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85024505302&origin=inward; http://dx.doi.org/10.1108/jea-07-2016-0078; http://www.emeraldinsight.com/doi/10.1108/JEA-07-2016-0078; http://www.emeraldinsight.com/doi/full/10.1108/JEA-07-2016-0078; http://www.emeraldinsight.com/doi/full-xml/10.1108/JEA-07-2016-0078; https://www.emerald.com/insight/content/doi/10.1108/JEA-07-2016-0078/full/html; https://www.emerald.com/insight/content/doi/10.1108/JEA-07-2016-0078/full/xml
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